I’ll be reblogging some older posts from Schools & Ecosystems here that really make more sense as anchors for this blog. This is the one that will center much of what Literacy and Language Blog will be all about!
You might assume I know something about teaching kids to read. I studied English at UCLA and obtained my master’s in education at The City College of NY. I taught special education grades 5-8 for 7 years, and I’ve supported schools and teachers throughout the Bronx with K-8 ELA instruction over the past 3 years.
Yet you’d be wrong. I’ve come to realize I know next to nothing.
In case you haven’t been aware, there’s been a firestorm of educators on platforms like Twitter gaining newfound awareness of the science of reading, with an urgent bellows inflamed by the ace reporting of Emily Hanford. For a great background on this movement, with links, refer to this post by Karen Vaites. And make sure you check out Hanford’s most recent podcast (as of today!!! It’s amazing!) outlining how current classroom practice is misaligned to research.
Impelled by this burgeoning…
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Language & Literacy 
3 responses to “Learning How Kids Learn to Read”
[…] As I’ve been learning much more about reading, literacy, and language, I’ve increasingly become drawn into the research and expertise of the speech-language pathology realm (SLP) (we do love our tripartite acronyms in ed, don’t we), and discovered a wealth of knowledge that I really wish I had understood more of when I was in the classroom and coordinating the development of IEPs. […]
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[…] I began this journey into learning more about literacy and language development (not too long ago), one of the first areas where I began sensing a tension in the field was around phonological […]
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[…] I began my great awakening to the relatively extensive body of research on reading, one of the claims of reading research […]
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